Incorporate skill-building activities, such as, problem solving and using resources that may positively contribute to resilience
Make parents, students other teachers, and the community aware of the huge effects that positive family and school relationships and environments have on a child's development.
Assess students' needs and be aware of the supports that can affect resilience and academic success and how to incorporoate them into the classroom and the students' lives.[1]
It is not taking time for resilience as an isolated topic, but rather, incorporating those characteristics that are related to resilience into the daily instruction and classroom environment.[2]
Five practices to improve education outcomes of at-risk children:[3]
cognitively-guided instruction
teachers that are responsive to cultural differences
integration of technology into instruction
cooperative learning
instructional conversations
Five resilience strategies that teachers can implement:[4]
help to develop attachment relationships and create those opportunities - provide caring and support
help a student gain a sense of mastery - have high expectations
help to build social skills, along with academic skills
try to reduce the superfluous stressors in a child's life
find resources that can help a child
Resiliency is fostered in the classroom when:
Children are involved in assessing their own work and in setting goals for themselves.
Children participate in developing standards for their work.
Children have many opportunities to work collaboratively.
Children participate in meetings to solve classroom problems.
Children have opportunities to make choices.
Children feel connected in a classroom structured as a community.
Children play an active role in setting rules for classroom life. [5]
^ Waxman, H.C., Gray, J.P., Padron, Y.N. (2003). Review of research on educational resilience. Center for research on education diversity & excellence, 11,1-22. Retrieved from http://www.cal.org/crede/pdfs/rr11.pdf
^ Waxman, H.C., Gray, J.P., Padron, Y.N. (2003). Review of research on educational resilience. Center for research on education diversity & excellence, 11,1-22. Retrieved from http://www.cal.org/crede/pdfs/rr11.pdf
It is not taking time for resilience as an isolated topic, but rather, incorporating those characteristics that are related to resilience into the daily instruction and classroom environment.[2]
Resiliency is fostered in the classroom when:
- Children are involved in assessing their own work and in setting goals for themselves.
- Children participate in developing standards for their work.
- Children have many opportunities to work collaboratively.
- Children participate in meetings to solve classroom problems.
- Children have opportunities to make choices.
- Children feel connected in a classroom structured as a community.
- Children play an active role in setting rules for classroom life. [5]
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